This Core is designed for students in VCE YEAR LEVEL, Year 11
Big Idea: The cell can perform all activities required for life.
What you intend the students to learn about this idea.
The role of enzymes in a cell and factors affecting enzyme activity;
Photosynthesis generates oxygen and organic molecules used by the mitochondria of eukaryotes as fuel for cellular respiration;
Cells harvest the chemical energy stored in organic molecules and use it to generate ATP, the molecule that drives most cellular work;
The pathway of respiration;
How photosynthesis work;
The two stages of photosynthesis: the light reaction, the Calvin cycle.
Why it is important for students to know this.
Enzyme are involved in many processes of inputs within and outside cells.
Photosynthesis feeds the biosphere;
Living cells require transfusions of energy from outside sources to perform their many task;
The chemical elements essential to life are recycled.
What else you know about this idea (that you do not intend students to know yet).
The chemical detail in each step of the process;
Oxidative phosphorylation: electron transport and chemiosmosis.
Difficulties/ limitations connected with teaching this idea.
The explanation of what is occurring are quite abstract because of the microscopic level;
Terms , steps in the process may cause cognitive overloaded;
Students’ lack of knowledge of cell structure and enzyme can make explanation in this area difficult.
The alternative conceptions about plant food may inhibit students’ understanding of photosynthesis.
Knowledge about students’ thinking /difficulties connected with teaching this idea.
Biology song may active multiple memory pathways for recalling;
Students with spatial visualization ability may have more difficulty navigating computer interfaces when using computer imagery;
Physical models of microscopic structures and concepts might better enable kinaesthetic learner to understand microscopic structures that cannot be touched;
Teaching procedures (and particular reasons for using these to engage with this idea).
Find students’ prior knowledge and alternative conception about photosynthesis;
Using a table tennis as a physical analogue of electron in explaining the process;
Using video clips to demonstrate the biological process;
Construct the concept map or a mind map about the process;
Students observe aerobic respiration in yeast and understand light is necessary for photosynthesis to occur through pracs;
Interact with computer simulation and understand the inputs and outputs in the process of photosynthesis;
Researchand debate for C3, C4 and Cam plants;
Have students create biology songs about the process;
Have students make the concept map based on the given terms related to enzymes.
Specific ways of ascertaining students’ understanding or confusion around this idea (include likely range of responses).
Follow-up questions by the teacher or students can probe understanding when students have their prac, interaction with computer simulation, sing their songs, build their concept map.
Students’ research and argument can help teacher assess their understanding of content knowledge and can even extend their learning to other theme such as evolution.
VCE YEAR LEVEL,
Year 11
Photosynthesis generates oxygen and organic molecules used by the mitochondria of eukaryotes as fuel for cellular respiration;
Cells harvest the chemical energy stored in organic molecules and use it to generate ATP, the molecule that drives most cellular work;
The pathway of respiration;
How photosynthesis work;
The two stages of photosynthesis: the light reaction, the Calvin cycle.
Photosynthesis feeds the biosphere;
Living cells require transfusions of energy from outside sources to perform their many task;
The chemical elements essential to life are recycled.
Oxidative phosphorylation: electron transport and chemiosmosis.
Terms , steps in the process may cause cognitive overloaded;
Students’ lack of knowledge of cell structure and enzyme can make explanation in this area difficult.
The alternative conceptions about plant food may inhibit students’ understanding of photosynthesis.
/difficulties connected with teaching this idea.
Students with spatial visualization ability may have more difficulty navigating computer interfaces when using computer imagery;
Physical models of microscopic structures and concepts might better enable kinaesthetic learner to understand microscopic structures that cannot be touched;
(and particular reasons for using these to engage with this idea).
Using a table tennis as a physical analogue of electron in explaining the process;
Using video clips to demonstrate the biological process;
Construct the concept map or a mind map about the process;
Students observe aerobic respiration in yeast and understand light is necessary for photosynthesis to occur through pracs;
Interact with computer simulation and understand the inputs and outputs in the process of photosynthesis;
Research and debate for C3, C4 and Cam plants;
Have students create biology songs about the process;
Have students make the concept map based on the given terms related to enzymes.
(include likely range of responses).
Students’ research and argument can help teacher assess their understanding of content knowledge and can even extend their learning to other theme such as evolution.